Cunha & Albuquerque’s (2017) Supervisor’s Core Competencies Scale (SCoreCS) was designed to assess the ideal skills that college students expect their mentor teacher to master. The development of educational pedagogic and academic research in this field is of vital importance considering the lack of updated background knowledge of this topic. In view of this, the following question was raised: What is the Supervisor’s Core Competencies Scale internal consistency quality? This study sought to evaluate the psychometric properties, namely the factorial structure and the internal consistency of the Supervisor’s Core Competencies Scale. A cross - sectional study was conducted, after the Ethics Committee’s approval. The internal consistency study and the confirmatory factor analysis of the SCoreCS were developed using a sample of 306 students (81.7% of them were women) with an average age of 21.15. The SCoreCS internal consistency study revealed the existence of three (3) factors/subscales: 1) Personal Factors (α=0.979); 2) Interpersonal/Communication Factors (α=0.946); and 3) Performance Factors (α=0.936). A Cronbach's alpha coefficient of 0.972 was found for the global 21-items SCoreCS. Female students value the supervisor’s personal competencies more, while male students prefer the interpersonal competencies which revealed statistically significant differences. The youngest students (≤19) value all the different kinds of competencies which revealed statistically significant differences when compared to the other age groups. This research constitutes a first step in the study of the psychometric properties of the SCoreCS using a sample of the Portuguese population. The values of internal consistency in the different subscales and in the global score were found to be quite robust. The results suggest that the identification of personal, interpersonal/communicational and performance competencies should be considered in the assessment of the teachers' pedagogical practices. These findings will also foster the development of future research that will support a more contemporary pedagogical supervision in which innovation would be applied to college didactics.